Beyond The Black Box
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📒Beyond The Black Box ✍ Maurice Nevile
✏Beyond the Black Box Book Summary : This is the first and only study of the interaction between pilots in the cockpit of commercial aircraft. It examines, in close detail, the communication that pilots engage in with one another and with other parties, such as traffic controllers, as they perform the routine tasks involved in flying an aircraft. It also makes an important contribution to literature on work and language by addressing one of the most highly technological settings there is: the aircraft cockpit. Using data taken from audio and video recordings of pilots talking in aircraft cockpits, it draws on the analytical approaches of ethnomethodology and conversation analysis to analyse their task-related communications. It shows that although the tasks performed by pilots may be 'routine', the communications in and through which they are managed are artful accomplishments.
✏Assessment for Learning Book Summary :
📒Beyond The Black Box ✍ George Bibel
✏Beyond the Black Box Book Summary : Beyond the Black Box shows how crash investigators use physics, aerodynamics, and mechanical engineering to determine the probable cause of a crash and how resulting safety recommendations are incorporated to make flying safer.
📒Beyond The Black Box ✍ Theodore Stephen Palys
✏Beyond the Black Box Book Summary : This is a study of the factors affecting sentencing generally, and sentencing disparity in particular. Two hundred and six judges were asked to assign sentences in five cases where a determination of guilt had already been made. They were also asked to provide reasons for the sentence, specify the objectives the sentence was intended to serve, list the pertinent case facts in order of importance, and provide an indication of the additional information and resources which they would have liked to have. Information was also collected on the judges' personal and professional backgrounds and certain characteristics of their courts. Analysis of the outcomes gives support to the notion that sentencing disparity exists. There was considerable disparity among judges in the sentences they imposed, the case facts that they considered most important, and the legal objectives they were attempting to maximize in any given case. On the other hand, these components were not randomly related. Any given judge tied together a collection of case facts, legal objectives, and sentence in coherent and rational fashion. The legal objectives that were identified and the importance attached to different case facts were the most potent predictors of sentence severity. Attributes of judges and their sentencing environments were a distant third. More lenient judges emphasized rehabilitation as an objective and mitigating offender variables such as employment, remorse, and lack of prior record. Judges who gave longer sentences emphasized protection of the public or deterrence and focused on the nature of the offence or harm to the victim.
📒Inside The Black Box ✍ Paul Black
✏Inside the Black Box Book Summary :
✏Beyond Matrices and Black box Algorithms Book Summary :
📒Open Up The Vault Of Black Box And Beyond ✍ Yiu Wah Kong
✏Open Up the Vault of Black Box and Beyond Book Summary :
📒The History Teacher S Handbook ✍ Neil Smith
✏The History Teacher s Handbook Book Summary : This comprehensive handbook combines up-to-date research - including Ofsted reports and pupil surveys - with road-tested classroom techniques to suggest how you can make your classroom a dynamic and productive learning environment. Advice is given on all aspects of history teaching, from how to plan for successful outcomes and maximise meaningful assessment, through to exciting ways to examine evidence and develop pupil interest outside of the classroom. The chapter on making effective use of ICT to teach history tackles one of the biggest challenges for teachers today: how to ensure new technologies are utilised to improve learning, without allowing the technology to detract from the history being taught. This book is perfect for trainee teachers and NQTs, but will also help experienced history teachers to make lessons inspiring and accessible to pupils with a range of specific educational needs, including pupils for whom English is not their first language, and those who are regarded as being gifted and talented.
📒Every School A Great School ✍ David Hopkins
✏Every School a Great School Book Summary : 'Every school a great school' is not just a slogan, but an aspiration for the next stage of education reform, in which each student has the opportunity to reach their full potential. The book argues that, for 'every school a great school' to become a reality, requires a move from individual school improvement efforts and short term objectives to a sustainable system-wide response that seeks to re-establish a balance between national prescription and schools leading reform. Achieving this goal requires strategies that not only continue to raise standards, but also build capacity within the system. David Hopkins identifies four key educational 'drivers' that, if pursued, have the potential to deliver 'every school a great school': Personalized learning Professionalized teaching Networking and innovation Intelligent accountability The author believes that it is the responsibility of system leaders to mould the four drivers to fit individual school contexts. It is this leadership that enables systemic reform to be generic in terms of overall strategy and specific in adapting to individual and particular situations. Every School a Great School is inspirational reading for head teachers, senior leaders and managers, researchers, lecturers and those with a passionate interest in improving education for all.
📒A Teaching Assistant S Guide To Completing Nvq Level 3 ✍ Susan Bentham
✏A Teaching Assistant s Guide to Completing NVQ Level 3 Book Summary : A Teaching Assistant's Guide to Completing NVQ Level 3 is a must-have for all teaching assistants embarking on this course, and invaluable reading for tutors and assessors. This textbook addresses both the performance and knowledge requirements of the course. A key element of your NVQ Teaching Assistant course is to show evidence that you can apply your knowledge to everyday classroom activities, and students often find this is their biggest challenge. This book provides a range of tried-and-tested materials and practical advice on how to gather evidence that covers key performance indicators, to ensure that you complete your course successfully. This essential guide: gives detailed guidance on how to collect evidence from a variety of sources to match performance indicators provides photocopiable templates for teacher/teaching assistant discussions on roles and responsibilities, appraisals and self-appraisals gives examples of IEPs and Behaviour Plans provides the necessary underpinning knowledge in a clear and reader-friendly manner provides summaries of relevant legislation and national documents. Following the new and updated occupational standards (2007) for Supporting Teaching and Learning in Schools, this textbook offers truly invaluable advice for NVQ level 3 students. Including extracts of imaginary evidence the book follows the experiences of imaginary candidates, showing how they successfully put forward their portfolios of evidence to complete the course. Highly practical, rooted in everyday classroom practice and very closely tied to NVQ course requirements, this accessible book is an essential comprehensive guide for all students, as well as tutors, assessors and teachers supporting candidates for this course.